Opolska-Mazreh, Anna Urszula

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder provides a welcoming environment for children where they feel safe and happy. Children enter the setting excited and pleased to see the childminder and her assistants. Occasionally, when settling in, children arrive at the setting upset and the childminder offers support and reassurance. Children demonstrate secure attachments when they snuggle up to the childminder for comfort and settle quickly. The childminder provides interesting and exciting learning opportunities for children that spark their imagination. Children show a keen interest in their learning and are eager to join in when the childminder initiates a new activity. Babies and young children remain fully engaged in their learning. The childminder and her assistants use musical instruments and props during singing activities to hold their attention. Toddlers know familiar rhymes and songs and join in, while babies bob up and down to the songs.

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The provision is good

The childminder organises group times where children can socialise and learn to share and take turns. Young children demonstrate good social skills when they share the resources in the home corner. Children are kind to each other and enjoy spending time with their peers. The childminder and her assistants have high expectations of children's behaviour and work well with parents to provide consistent boundaries for the children.

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need to do better?

n The childminder and her assistants know children very well. They plan appropriate learning opportunities to prepare children for their next stages of learning. For example, toddlers are confident to communicate their needs and ask for help. They are independent when carrying out personal hygiene routines and demonstrate a love of learning. This prepares children for progressing into a school environment. n The childminder prioritises children's language and communication development. She and her assistants sing with children throughout their play, initiate conversations and introduce new vocabulary. This gives children opportunities to learn and use new words. Children become confident talkers from a young age. However, during play, the assistants do not always ask questions in a way that encourages children's critical thinking skills further. n The childminder supports some aspects of mathematics well, through children's

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need to do better?

play and exploration. For example, children have lots of opportunity to learn counting skills as they sing number songs and play in the sand tray outdoors. The childminder and her assistants join in their play and introduce simple numbers and counting. However, they do not always introduce mathematical concepts, such as capacity and weight, to deepen children's understanding of early mathematics.

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need to do better?

24 April 2024 n Children thoroughly enjoy role-play activities. The childminder provides a range of resources for children to use and together they pretend and act out different scenarios. Children use their imaginations and practise important language skills. For instance, when young children play imaginatively with a medical kit, the childminder teaches them words such as 'stethoscope' and 'heart' and explains how to use the equipment. Children pretend to make their dolls better using a stethoscope. n The childminder supports children to develop active and healthy lifestyles. She supplies children with nutritious meals and snacks. Children have plenty of opportunities to be physically active. For instance, babies pull themselves up on a low outdoor water tray filled with coloured balls. The assistants support children to build a better understanding of good oral hygiene as toddlers clean a 'crocodile's teeth' and sing songs about the importance of brushing their teeth

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need to do better?

frequently. n The childminder and her assistants promote good behaviour by reminding children of the rules and boundaries of the setting, such as sharing toys with each other and being kind. They talk to children about their actions and help them understand the consequences of their actions. This helps children to self- regulate their own behaviour. n Parent partnerships are strong. Parents comment on the welcoming environment for children and say that children are excited to attend the childminder's setting. The childminder gives parents daily feedback on what their children are learning. Parents say that this helps them to extend their children's learning. n The childminder and her assistants are reflective of their practice. They meet regularly to review children's progress and discuss what they can do to enhance their teaching of the curriculum. The childminder organises professional development opportunities for herself and her assistants. This helps their

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need to do better?

teaching to continue to develop over time.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support the assistants to extend the use and style of questions to help children develop their critical thinking skills further n extend the curriculum for mathematics to help broaden children's mathematical language and deepen their understanding of relevant mathematical concepts.

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Setting details

Unique reference number EY430716 Local authority Barnet Inspection number 10335208 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 9 Number of children on roll 10 Date of previous inspection 7 June 2018

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Information about this early years setting

The childminder registered in 2011 and lives in the London Borough of Barnet. She works Monday to Friday, from 7.30am until 5.30pm, all year round apart from bank holidays and family holidays. The childminder holds an early years qualification at level 5. She works with three assistants at different times. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable for children. n The childminder spoke to the inspector about her intentions for children's learning. n The childminder and the inspector discussed how the curriculum had been implemented and the impact this had on children's learning. n The inspector talked to the childminder, her assistants and the children at appropriate times during the inspection. n The childminder provided the inspector with a sample of key documentation on request, including evidence of suitability of household members. n Parents shared their views on the setting with the inspector.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

24 April 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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